TITLE:
Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation
AUTHORS:
Markus Dresel, Michaela S. Fasching, Gabriele Steuer, Sebastian Nitsche, Oliver Dickhäuser
KEYWORDS:
Teacher Motivation; Goal Orientation; Instruction; Classrooms; Achievement Motivation
JOURNAL NAME:
Psychology,
Vol.4 No.7,
July
8,
2013
ABSTRACT:
Relations between teachers’ goal
orientations, their instructional practices as expressed in perceived classroom
goal structures and students’ goal orientations were analyzed, focusing also on
potential moderators. Results of a questionnaire study with 46 Mathematics
teachers and their 930 students supported the assumption that teachers’ goal
orientations affect their instructional practices and students’ goal
orientations. These effects were, in part, moderated by teacher beliefs
(implicit theories, self-efficacy beliefs). Overall, the results provided
strong support for the notion that the mechanisms underlying these effects are
based on the functionality of certain instructional practices for the
attainment of teachers’ goals.